fa حساسیت، ویژگی و نقطه برش مقیاس تجدیدنظرشده هوشی وکسلر کودکان روانپزشکی و روانشناسی Psychiatry and Psychology پژوهشي اصيل Original Research <p class="a" style="LINE-HEIGHT: 18pt MARGIN: 0cm 1cm 0pt mso-line-height-rule: exactly" dir="rtl"><strong><u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">هدف</span></u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">:</span></strong><em><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"> هدف پژوهش حاضر تعیین حساسیت، ویژگی و نقطه برش مقیاس تجدیدنظرشده هوشی وکسلر کودکان (</span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">WISC-R</span><span dir="rtl"></span><span dir="rtl"></span><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span>) در تشخیص اختلال­های یادگیری بود. </span></em><strong><u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">روش</span></u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">:</span></strong><em><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"> در یک طرح توصیفی- مقطعی با نمونه­گیری خوشه­ای چندمرحله­ای از پایه­های سوم تا پنجم دبستان­های استان سمنان، 45 دانش­آموز مبتلا به اختلال­های یادگیری و 45 دانش­آموز سالم به پرسش­نامه­های داده­های جمعیت­شناختی، </span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">WISC-R</span><span dir="rtl"></span><span dir="rtl"></span><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span> و فهرست تشخیصی اختلال­های یادگیری بر پایه </span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">DSM-IV-TR</span><span dir="rtl"></span><span dir="rtl"></span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span> <span lang="AR-SA"><font size="2">پاسخ دادند. داده­ها با کاربرد منحنی </font></span></span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">ROC</span><span dir="rtl"></span><span dir="rtl"></span><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span> تحلیل شدند. </span></em><strong><u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">یافته­ها</span></u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">:</span></strong><em><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"> یافته­ها نشان داد نمره کل 89 با حساسیت 1/71 درصد و ویژگی 6/95 می­تواند دو گروه مبتلا و سالم را در 1/94 درصد موارد تمیز دهد (05/0></span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">p</span><span dir="rtl"></span><span dir="rtl"></span><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span>). در دو بخش کلامی و غیرکلامی نیز به­ترتیب نمره 44 با حساسیت 4/84 درصد و ویژگی 7/86 درصد و نمره 44 با حساسیت 4/44 درصد و ویژگی 3/93 درصد می­تواند دو گروه را به­ترتیب در 4/86 درصد و 87 درصد موارد تمیز دهد (05/0></span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">p</span><span dir="rtl"></span><span dir="rtl"></span><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span>). </span></em><strong><u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">نتیجه­گیری</span></u><span lang="AR-SA" style="FONT-STYLE: normal FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt">:</span></strong><em><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"> مقیاس </span><span style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal" dir="ltr">WISC-R</span><span dir="rtl"></span><span dir="rtl"></span><span lang="AR-SA" style="FONT-FAMILY: "Tahoma","sans-serif" LETTER-SPACING: -0.1pt FONT-SIZE: 8pt FONT-WEIGHT: normal"><span dir="rtl"></span><span dir="rtl"></span> با نقاط برش مشخص، دارای قابلیت به‌کارگیری در تشخیص کودکان مبتلا به اختلال­های یادگیری است.<p></p></span></em></p> <p class="MsoNormal" style="TEXT-JUSTIFY: kashida TEXT-ALIGN: justify LINE-HEIGHT: 14pt TEXT-KASHIDA: 0% MARGIN: 0cm 0cm 0pt unicode-bidi: embed DIRECTION: ltr mso-line-height-rule: exactly"><font face="Times New Roman"><b><u><span style="FONT-SIZE: 9pt mso-bidi-language: FA">Objectives</span></u></b><u><span style="FONT-SIZE: 9pt mso-bidi-language: FA">:</span></u><span style="FONT-SIZE: 9pt mso-bidi-language: FA"> </span><span style="FONT-SIZE: 9pt mso-bidi-font-family: 'Times New Roman'">This research aimed to determine the sensitivity, specificity and cutoff point of the revised version of Wechsler Intelligence Scale for Children (WISC-R) in diagnosis of<span style="mso-spacerun: yes">  </span>learning disorders. <b><u>Method:</u> </b>Using a cross-sectional descriptive design and multistage cluster sampling, 45 students with learning <span style="LETTER-SPACING: -0.1pt">disorders and 45 students without learning disorders completed a demographical</span> data questionnaire and WISC-R. The data was analysed by <a href="http://en.wikipedia.org/wiki/Receiver_operating_characteristic"><span style="COLOR: windowtext TEXT-DECORATION: none text-underline: none">Receiver Operating Characteristic</span></a><span dir="rtl"></span><span dir="rtl"></span><span dir="rtl"><span dir="rtl"></span><span dir="rtl"></span> </span><span dir="ltr"></span><span dir="ltr"></span><span dir="ltr"></span><span dir="ltr"></span>(ROC) curve. <b><u>Results:</u></b> The cut point 89 can differentiate children with learning disorders in 94.1% of cases with sensitivity of 71.1% and specificity of 95.6% (p<0.05).<span style="mso-spacerun: yes">  </span>Likewise, a score of 44 in Verbal subscale, was differential in 86.7% of cases with sensitivity of 84.4% and specificity of 86.7% (p<0.05). A Performance subscale score of 44 was differential in 87% of cases with a sensitivity of 44.4% and specificity of 93.3% (p<0.05). <b><u>Conclusion:</u></b> WISC-R can be used to devise diagnostic checklists for learning disorders in children</span><span style="FONT-SIZE: 9pt mso-bidi-language: FA mso-bidi-font-family: 'Times New Roman'">.</span></font><span style="FONT-SIZE: 9pt"><p><font face="Times New Roman"> </font></p></span></p> اختلال­های یادگیری، مقیاس تجدیدنظرشده هوشی وکسلر کودکان، حساسیت، ویژگی learning disorders, intelligence test, sensitivity, specificity, students 195 201 http://ijpcp.iums.ac.ir/browse.php?a_code=A-10-1-643&slc_lang=fa&sid=1 Isaac Rahimian Boogar اسحق رحیمیان بوگر eshaghrahimian@yahoo.com 180031947532846007754 180031947532846007754 Yes Semnan University, Semnan, Iran, IR. گروه روانشناسی بالینی دانشگاه سمنان. Mojtaba Habibi مجتبی حبیبی 180031947532846007755 180031947532846007755 No Shahid Beheshti University, Tehran, Iran. پژوهشکده خانواده، دانشگاه شهید بهشتی